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Barker, D., Larsson, H. & Nyberg, G. (2024). How Movement Habits Become Relevant in Novel Learning Situations. Journal of teaching in physical education, 43(1), 152-160
Open this publication in new window or tab >>How Movement Habits Become Relevant in Novel Learning Situations
2024 (English)In: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769, Vol. 43, no 1, p. 152-160Article in journal (Refereed) Published
Abstract [en]

Purpose: To (a) present a theoretical framework that describes how learners' movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice.

Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants' movement habits, and the second phase involved examining the participants' development of novel capabilities in the context of unicycling.

Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning.

Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.

Place, publisher, year, edition, pages
Human Kinetics, 2024
Keywords
movement capability, pragmatism, case study, embodied learning, differentiation, Dewey
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-107217 (URN)10.1123/jtpe.2022-0272 (DOI)001018599700001 ()2-s2.0-85173734654 (Scopus ID)
Available from: 2023-07-31 Created: 2023-07-31 Last updated: 2024-02-05Bibliographically approved
Tolgfors, B., Barker, D., Nyberg, G. & Larsson, H. (2023). Assessment for and of learning in nonlinear movement education practices. Physical Education and Sport Pedagogy
Open this publication in new window or tab >>Assessment for and of learning in nonlinear movement education practices
2023 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies and principles of good assessment, the likelihood of physical educators fully embracing any kind of nonlinear approach to movement education remains doubtful.

Purpose and research question: Our purpose in this paper is to illustrate how assessment for and of learning (AfL and AoL) can look when implemented in nonlinear movement education practices.  

Methods: Illustrations of AfL and AoL are drawn from an investigation in which one educator implements a nonlinear movement education module. The module focuses on juggling for students at high school (grade nine students aged approximately 15 years). The module provided students with 10 x 50-minute lessons to explore juggling. Data were generated through observations (film clips and field notes) and ethnographic-type interviews that were conducted with the students during the lessons.

Findings: In the context of the nonlinear movement education module, AfL became: Interacting with students in joint exploration; Introducing learning strategies; Encouraging students to clarify and verbalize the object of learning; Helping students identify critical aspects of the movement activity, and; Inviting students to consider alternative learning trajectories. The educator then evaluates the students’ learning experiences in the context of a group performance at the end of the module. This performance can be seen as an instance of holistic assessment within a nonlinear movement education practice. 

Conclusions: The suggested holistic perspective on PE assessment could help educators to: circumvent dichotomies such as mind-body and theory-practice; approach students as active meaning-makers; re-frame students’ actions as emergent and context-dependent; and replace direct instruction with explorative teaching and learning methods. The major contribution of this study is that it shows how assessment for and of learning can be implemented in nonlinear movement education practices within a linear, goal-related and criterion-referenced, education system.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Nonlinear teaching and learning, alternative assessment, exploratory teaching methods, movement learning, school physical education
National Category
Sport and Fitness Sciences
Research subject
Physical Education and Sport Pedagogy
Identifiers
urn:nbn:se:oru:diva-107077 (URN)10.1080/17408989.2023.2230244 (DOI)001019839500001 ()2-s2.0-85164461679 (Scopus ID)
Projects
Move
Funder
Swedish Research Council, 2017-03471Swedish Research Council
Available from: 2023-07-12 Created: 2023-07-12 Last updated: 2024-02-27Bibliographically approved
Tolgfors, B., Barker, D., Nyberg, G. & Larsson, H. (2023). Bedömning för och av lärande i en icke-linjär undervisningspraktik i ämnet idrott och hälsa. In: : . Paper presented at SVEBIs årskonferens, Göteborg, Sverige, 23-24 november, 2023..
Open this publication in new window or tab >>Bedömning för och av lärande i en icke-linjär undervisningspraktik i ämnet idrott och hälsa
2023 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Introduktion

Linjära principer såsom ett instruktivt länkande mellan mål, undervisning och bedömning och ett främjande av en stegvis progression i olika rörelseaktiviteter betraktas ofta som avgörande aspekter av en legitim bedömningspraktik i skolämnet idrott och hälsa (idh). Dessa aspekter är problematiska från ett icke-linjärt perspektiv, som bygger på idén att lärande inte kan förväntas ske på samma sätt för alla elever, vilket även kan medföra konsekvenser beträffande bedömning. Utan en lösning på motsättningen mellan linjära principer för en legitim bedömningspraktik och ett icke-linjärt perspektiv på undervisning och lärande är det tveksamt om idrottslärare kommer att anamma ett icke-linjärt förhållningssätt i någon större utsträckning. Därför är motiverat att undersöka hur bedömning för och av lärande (formativ och summativ bedömning) skulle kunna hanteras i en icke-linjär undervisningspraktik. 

Syfte och teoretisk ram

Syftet med denna studie är att illustrera hur bedömning för och av lärande kan se ut när dessa bedömningsformer appliceras i en icke-linjär undervisningspraktik i ämnet idh. Det teoretiska ramverket består av tidigare forskning om icke-linjära perspektiv på undervisning och lärande (såsom Nyberg, Barker och Larsson 2021) och om bedömning i idrottsämnet (till exempel AIESEP, 2020; Tolgfors, 2019).

Metod 

Våra illustrationer av bedömning för och av lärande är hämtade från en empirisk studie av hur en idrottslärare implementerar icke-linjär pedagogik i ämnet idh på högstadiet. Eleverna (både pojkar och flickor) går i årskurs nio och är därmed i femtonårsåldern. Arbetsområdet fokuserar på jonglering under 10 lektioner (á 50 min). Data genererades genom lektionsobservationer (inklusive videofilmning och fältanteckningar) och samtalsliknande intervjuer med eleverna under lektionerna. 

Analysen genomfördes genom att (1) de forskare som deltagit vid lektionsobservationerna gick igenom filmer och fältanteckningar för att välja ut sekvenser i vilka de uppfattade att det förekom situationer som kunde relateras till bedömning. (2) Två av forskarna författade provisoriska illustrationer av de valda sekvenserna, inklusive de bedömningskomponenter de identifierat. (3) I nästa steg fick förste-författaren möjlighet att tolka och översätta de provisoriska beskrivningarna till andra kategoriseringar som var kompatibla med de fem nyckelstrategierna i bedömning för lärande och Skolverkets nya riktlinjer för en sammantagen bedömning. (4) Avslutningsvis verifierades analysen av de tre medförfattarna.

Resultat 

I den icke-linjära undervisningspraktiken motsvaras de fem nyckelstrategierna i bedömning för lärande av att läraren: interagerar med eleverna vid ett gemensamt undersökande av rörelsekulturen; introducerar lärandestrategier, uppmuntrar eleverna att verbalisera vad de lär sig, hjälper eleverna identifiera kritiska aspekter av lärandeaktiviteten och uppmärksammar eleverna på att det kan finnas alternativa vägar mot sina uppsatta mål. Bedömning av lärande sker i slutet av perioden i form av en gruppuppvisning, då eleverna både får visa upp och sätta ord på vad de lärt sig. Denna redovisningsform erbjuder läraren en möjlighet att göra en holistisk bedömning av elevernas kunnande.

Diskussion och slutsatser

Det föreslagna holistiska perspektivet på bedömning i idh kan hjälpa idrottslärare att undvika dikotomier som kropp-medvetande och praktik-teori, betrakta elever som aktiva meningsskapare och därmed ersätta direkta instruktioner med undersökande arbetssätt. Studiens huvudsakliga bidrag är att den visar hur bedömning för och av lärande kan implementeras i en icke-linjär undervisningspraktik, vilket innebär att de konkurrerande perspektiven kan samexistera inom ett mål och kriteriestyrt utbildningssystem.

Studien är publicerad i tidskriften Physical Education and Sports Pedagogy, 2023.

Keywords
formativ bedömning, summativ bedömning, undersökande arbetssätt, elevcentrerad undervisning, rörelseförmåga
National Category
Sport and Fitness Sciences
Research subject
Physical Education and Sport Pedagogy
Identifiers
urn:nbn:se:oru:diva-109887 (URN)
Conference
SVEBIs årskonferens, Göteborg, Sverige, 23-24 november, 2023.
Funder
Swedish Research Council
Note

Björn Tolgfors och Håkan Larsson presenterade studien vid konferensen. Dean Barker och Gunn Nyberg var medförfattare.

Available from: 2023-11-27 Created: 2023-11-27 Last updated: 2023-11-28Bibliographically approved
Barker, D., Varea, V., Bergentoft, H. & Schubring, A. (2023). Body image in physical education: a narrative review. Sport, Education and Society, 28(7), 824-841
Open this publication in new window or tab >>Body image in physical education: a narrative review
2023 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 28, no 7, p. 824-841Article, review/survey (Refereed) Published
Abstract [en]

Physical education (PE) has significant potential to shape how young people experience their own and others’ bodies. This potential has not always been realized in positive ways and some research suggests that experiences in PE have contributed to young people’s dissatisfaction with their appearances. The broad aim of this review is to provide a comprehensive understanding of body image as a pedagogical issue within PE. A narrative approach to the review is adopted that enables us to summarize, compare, explain and interpret various types of research relevant to our aim. From the databases ERIC, SCOPUS and PsycInfo, 25 articles were identified that deal with either body image in typical PE lessons or researcher-led attempts to influence students’ body image (what we have termed ‘pedagogic interventions’). Main findings are that: (1) PE has been presented as both part of the cause and a potential site of intervention to the problem of negative body image; (2) Researchers have based pedagogic interventions on four types of guiding principles; and (3) Researchers have made an array of recommendations for practitioners relating to gender, time, professional development and the characteristics of the pedagogical interventions. Findings are discussed in relation to broader research on body image in society and in PE with a focus on how the findings might inform further scientific practice.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Body image, body ideals, pedagogy, learning, physical education
National Category
Pedagogy Sport and Fitness Sciences
Identifiers
urn:nbn:se:oru:diva-99145 (URN)10.1080/13573322.2022.2076665 (DOI)000796826600001 ()2-s2.0-85130588178 (Scopus ID)
Available from: 2022-05-23 Created: 2022-05-23 Last updated: 2023-12-08Bibliographically approved
Barker, D., Quennerstedt, M., Johansson, A. & Korp, P. (2023). Fit for the job? How corporeal expectations shape physical education teachers' understandings of content, pedagogy, and the purposes of physical education. Physical Education and Sport Pedagogy, 28(1), 29-42
Open this publication in new window or tab >>Fit for the job? How corporeal expectations shape physical education teachers' understandings of content, pedagogy, and the purposes of physical education
2023 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 28, no 1, p. 29-42Article in journal (Refereed) Published
Abstract [en]

Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers' bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject.

Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic.

Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin's concept of speech genres, and Wertsch's concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years).

Findings: Data suggest that when teachers use an 'athletic-looking teacher as healthy role model' speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success.

Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre.

Conclusion: The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers' bodies and pedagogies.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Didaktik, teachers, weight, bodies, content
National Category
Sport and Fitness Sciences Pedagogy
Identifiers
urn:nbn:se:oru:diva-92199 (URN)10.1080/17408989.2021.1934664 (DOI)000657161900001 ()2-s2.0-85107507709 (Scopus ID)
Funder
Swedish Research Council, 2017-03476
Available from: 2021-06-08 Created: 2021-06-08 Last updated: 2023-12-08Bibliographically approved
Engdahl, C., Lundvall, S. & Barker, D. (2023). 'Free but not free-free': teaching creative aspects of dance in physical education teacher education. Physical Education and Sport Pedagogy, 28(6), 617-629
Open this publication in new window or tab >>'Free but not free-free': teaching creative aspects of dance in physical education teacher education
2023 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 28, no 6, p. 617-629Article in journal (Refereed) Published
Abstract [en]

Background: There is a global consensus that stimulating and fostering children's creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which to develop creativity. Existing studies have suggested, however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning. Scholars have claimed that teaching pre-arranged dances with predetermined movement outcomes dominate dance teaching in PE. Furthermore, studies have asserted that the overarching regulative principles of PE and PETE that privilege sport skills and physical exercise hinder creative movement learning. Still, dance teaching is frequently seen as part of expressive dance teaching in PE and PETE and is regarded as holding potential in the area of education for creativity. Little scholarly attention has been given to how teacher educators approach creative aspects in dance teaching.

Purpose: This article aims to create insights into how PETE teacher educators understand and work with creative aspects of dance in their educational practice.

Method and theory: To address our aim, we investigate how teacher educators describe their teaching of creative aspects of dance. To do this, empirical material was generated through qualitative interviews with PE teacher educators from each of the PETE institutions in Sweden. The theoretical concepts of smooth and striated spaces and experimentation by Gilles Deleuze and Felix Guattari were used to guide the analysis of how the PETE educators described their teaching of creative aspects of dance. Deleuze and Guattari developed a framework that concerned questions of creativity and newness. Despite this conceptual framework having not yet been used in dance education in PE and PETE, their writing fits well when analysing questions of creativity in an educational context.

Findings: We identified three major themes relating to creativity in the empirical material: (a) creative aspects of expressive dance; (b) challenges that teacher educators face when introducing movement exploration in expressive dance to their students, and; (c) the teacher educators' pedagogical work with students.

Discussion: The results of this study show that teaching expressive dance can take teaching in PE and PETE in new directions. The results provide insights into alternative ways of teaching in these educational settings that can counter the dominant ways of teaching dance. Results suggest that teacher educators operate in various striated spaces that are shaped by expectations and conventions. In such spaces, the educators aim to create momentary passages of smoothening that open up for experimentation and the development of students' creativity. The results also suggest that expressive dance in PE and PETE emphasizes creative movement learning through which students learn to operate within new and unpredictable situations.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Creativity, dance, physical education teacher education, Deleuze, experimentation
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-96250 (URN)10.1080/17408989.2021.2014435 (DOI)000734226800001 ()2-s2.0-85121587513 (Scopus ID)
Funder
Swedish Research Council, 2017-03685
Available from: 2022-01-05 Created: 2022-01-05 Last updated: 2023-12-08Bibliographically approved
Korp, P., Quennerstedt, M., Barker, D. & Johansson, A. (2023). Making sense of health in PE: conceptions of health among Swedish physical education teachers. Health Education, 123(2), 79-92
Open this publication in new window or tab >>Making sense of health in PE: conceptions of health among Swedish physical education teachers
2023 (English)In: Health Education, ISSN 0965-4283, E-ISSN 1758-714X, Vol. 123, no 2, p. 79-92Article in journal (Refereed) Published
Abstract [en]

Purpose: Over the last couple of decades, health has become a central part of the subject content in physical education (PE) curricula in many countries. As a result, issues of health have been foregrounded much more clearly in the teaching of PE. The aim of this study was to explore how Swedish PE teachers make sense of health in relation to their teaching practices. This was done through investigating conceptions and theories about health in the teachers' descriptions of their teaching practices.

Design/methodology/approach: The data analyzed in this paper were collected through focus group and individual interviews with PE teachers in the grades 7-9 within compulsory schools in Sweden. The data were analyzed using thematic analysis.

Findings: Four dominant themes were identified in the data: 1) Health as a healthy attitude, 2) Health as a functional ability, 3) Health as fitness, 4) Health as mental wellbeing. There is a clear impact from healthism and obesity discourses on the teachers' accounts of health, but there is also an impact from holistic views and approaches to health. The authors contend that teachers should be explicit in what they mean by health in relation to what they teach, how they teach and why they teach health in a certain way.

Originality/value: The knowledge produced by this study is crucial since teachers' assumptions regarding health affect the subject content (what), the pedagogies (how), as well as the reasons (why) they teach health and therefore what students learn regarding health.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2023
Keywords
Conceptions of health, Physical education, Subject content, Interviews, Thematic analysis
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:oru:diva-107900 (URN)10.1108/HE-11-2022-0086 (DOI)001039097000001 ()
Available from: 2023-09-05 Created: 2023-09-05 Last updated: 2023-09-05Bibliographically approved
Tolgfors, B. & Barker, D. (2023). The glocalization of physical education assessment discourse. Sport, Education and Society, 28(1), 1-16
Open this publication in new window or tab >>The glocalization of physical education assessment discourse
2023 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 28, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [en]

Educational discourse is becoming increasingly globalized. This trend is particularly pronounced in the area of assessment, where notions of accountability, comparability, and competition have become prevalent in many countries. Scholars have critiqued this trend. They contend that global assessment discourse provides educators with decontextualized terms and concepts for teaching, which have little connection to the lives of learners. The specific purpose of the paper is to critically consider the encounter between global PE assessment discourse and local educational traditions. The International Association for Physical Education in Higher Education (AIESEP) position statement on physical education assessment is taken as a case of global assessment discourse and is considered in relation to Swedish physical education traditions. Robertson’s [(1995) notion of glocalization is employed as a theoretical perspective. We begin our consideration by outlining general tenets of the position statement and of Swedish physical education. We then examine areas of synergy and tension. This examination is structured according to six issues: (1) rationales for assessment; (2) underlying views of learning; (3) teachers’ role in teaching and assessment; (4) positioning of students;(5) understandings of subject content, and; (6) the ways in which contextual conditions are framed. Using a glocalization perspective, we raise three issues that have a strong bearing on the encounter between global discourse and local educational traditions and which provide insights into how assessment discourse within PE can be understood. These issues concern: (1) the risk of local educational traditions being appropriated by global assessment discourse; (2) the relation between assessment homogeneity and local diversity; and (3) meaningful PE practices. The paper is concluded with general reflections concerning implications for research and practice.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
global homogeneity, local diversity, teaching traditions, instructional alignment, didaktik, meaningful physical education
National Category
Pedagogy Didactics Health Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-94327 (URN)10.1080/13573322.2021.1967923 (DOI)000693003800001 ()2-s2.0-85114494810 (Scopus ID)
Available from: 2021-09-14 Created: 2021-09-14 Last updated: 2023-01-19Bibliographically approved
Mustell, J., Geidne, S. & Barker, D. (2023). The transformation of ball games as pedagogic discourse within physical education teacher education. European Physical Education Review
Open this publication in new window or tab >>The transformation of ball games as pedagogic discourse within physical education teacher education
2023 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749Article in journal (Refereed) Epub ahead of print
Abstract [en]

Scholars have long questioned the impact of teacher education programmes. Persistent claims are that pre-service teachers have fixed ideas about pedagogy when they enter training and that they become enculturated once in the profession. Within physical education (PE), similar concerns have been raised with respect to ball games. Research suggests that pre-service PE teachers typically have substantial experience of ball sports and find it difficult to implement non-traditional ball games pedagogies when they enter schools. Against this background, the aim of the study is to explore how pre-service teachers recontextualise ball games as pedagogic discourse in their transitions from university to school placement. Bernstein's pedagogic device and pedagogic discourse are employed as the theoretical framework. The investigation focuses on a Swedish PETE programme and the participants are six pre-service teachers. The empirical material consists of written assessments, observations of the pre-service teachers' lessons during school placements, and individual interviews. Findings suggest that the pedagogic discourse of ball games at the university was aligned with course learning outcomes and included the need to communicate goals, adapt and modify teaching, and combine different approaches. The pedagogic discourse at school placement involved traditional ball games, minimal curriculum references, progression in two or three lessons, and inclusive, enjoyable lessons. Factors that regulated the discourse were: familiarity with the pupils; the conceptualizing of inclusive teaching; norms regarding ball games in PE; expectations of the pre-service teachers; and the framing of ball games education in PETE. Recontextualising rules highlight challenges in transitions related to ball games.

Place, publisher, year, edition, pages
Sage Publications, 2023
Keywords
Physical education teacher education, ball games, Bernstein, recontextualisation, transitions
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-109671 (URN)10.1177/1356336X231207485 (DOI)001090818100001 ()
Available from: 2023-11-15 Created: 2023-11-15 Last updated: 2023-11-15Bibliographically approved
Backman, E. & Barker, D. (2022). Continuing the Conversation with Ward et al. (2022): Some Thoughts on Different Approaches to Epistemologically Grounded Questions. Quest (National Association for Physical Education in Higher Education), 74(4), 335-338
Open this publication in new window or tab >>Continuing the Conversation with Ward et al. (2022): Some Thoughts on Different Approaches to Epistemologically Grounded Questions
2022 (English)In: Quest (National Association for Physical Education in Higher Education), ISSN 0033-6297, E-ISSN 1543-2750, Vol. 74, no 4, p. 335-338Article in journal (Refereed) Published
Abstract [en]

This paper is a comment to Ward et al. (2020) on the irresponse to a previous paper in which we elaborate on a phronetic perspective on pedagogical content knowledge (PCK) in physical education. In our previous paper, we point to what we see as limitations in PCK-work in physical education. In their response, Ward et al. (2022) argue that we have misrepresented their research as well as the behaviorist epistemology. In this comment, we acknowledge distinctions in PCK-research that were not captured in our original paper. We also argue for why our understanding of the PCK-research was based on interpretations rather than a case of misrepresentation. Further, we argue for the constant acknowledgment of ideology in research. Finally, we discuss the need for clarity regarding the meaning of performance when viewed as content knowledge.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Physical education, pedagogical content knowledge, epistemology, misrepresentation, ideology, performance
National Category
Didactics
Identifiers
urn:nbn:se:oru:diva-105246 (URN)10.1080/00336297.2022.2058566 (DOI)000945860600002 ()2-s2.0-85150524659 (Scopus ID)
Available from: 2023-03-30 Created: 2023-03-30 Last updated: 2023-03-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4162-9844

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